Title: Leerlijnen voor leerlingen met een IQ tot 35
Type of the resource: OTHER
Funded by: CED Group and Eowyn Course Team and ZML schools and KDCs
Authors: M. Cantrijn, L. Jonkman, J. Vos, M. Pasman, G. Bastiaan
Type of disability: ALL TYPES
Target education level: Early childhood
Primary education
Secondary education
Language(s): Dutch
IPR: Yes
OER: Yes
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
The learning lines are a tool for planning work. The learning lines are a planning tool, not an observation tool.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Sources and means of verification: (What are the sources of information for these indicators?)
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
The teacher first of all forms an image of the student. He then looks at the goals he will work with. The image determines the choice of goals, materials and the environment. The following questions are important to form an image:
How many incentives can a student endure?
Does the student have a preference for certain rooms / people?
How much rest does the student need?
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
The learning lines help to define the goals. It is also recommended that support services at school or with the KDC (physiotherapist, occupational therapist, play therapist, speech therapist and remedial educationalist) look at how a goal can be worked on together with a student.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
The learning lines are made up of a trunk line and learning lines in domains. There are five domains elaborated in learning pathways: socio-emotional development, sensor-motor development, game development, communication and self-reliance
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Attachment:
URL: https://www.kennispleingehandicaptensector.nl/ernstige-meervoudige-beperking/leerlijnen-eiv
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